Vygotsky TIPR

I have observed Vgotsky's theory of sociocultural cognitive development in the junior high drama class on multiple occasions. I often see the teacher (more knowledgeable other) modeling the kind of acting he is looking for. Just the other day he was having a lesson on acting with your face. He had the kids draw different emotions out of a hat and try to show the emotion with just their face. He then went around to each group and helped them figure out ways to show emotions that they were struggling with.  He talked to them about how he finds motivation when portraying different emotions during shows. He occasionally asks students that he knows have acted in plays or competitions how they would do something or how they came to understand a concept. For the most part he observes the students behavior and acting to see where their Zones of Proximal development are. It is not always easy to see in this setting, especially with shy or introverted students. The scaffolding provided tends to be modeling or helping them talk through the process until they figure it out for themselves. The teacher often talks about how their life experiences can help with their acting, how they can use the emotions and feelings they have had to portray the emotions of their character. He has used minimal technology in the class.

The students need to be pushed farther into the zone of proximal development, especially, the withdrawn students. The class is such a safe place but they are still hesitant to put themselves out there, which is what acting is all about. I think the students can be pushed a little further than they currently are. Video clips would be a great scaffolding tool in this class. There are so many great actors that that would be an easy thing to use.

In my lesson I will be having the students act out a full scene. They have not done this in class before. I think this will put them fully in the Zone of Proximal Development as they will have to take the lessons they have had over the last 2 and a half months and put them together. I will divide the students that have acting experience equally in the 2 groups so that there are MKO in each group. I will also have the teacher guide one group while I guide the other. This should ensure enough support and scaffolding to complete the activity.